Whole-Group Instructiontxintervention.benchmarkeducation.com/files/G3_TG_REV2.indd.pdf · Be a Reading STAAR † Grade 3 Teacher’s Guide † ©2015 Benchmark Education Company,

Be a Reading STAAR • Grade 3 Teacher’s Guide • ©2015 Benchmark Education Company, LLC14

3DAY

Read Aloud

Read: “The Fisherman and the Little Fish”[TEKS: 3.10(A) identify language that creates a graphic visual experience and appeals to the senses (Reporting Category 2)]

Tell students that you’re going to read a type of story called a fable. Before you begin the Read-Aloud, explain that good readers visualize, or form pictures in their minds, to “see” what the author has written. Encourage students to visualize the characters, settings, and events as they listen to you read.

Turn to page 99 of this guide. Read “The Fisherman and the Little Fish.”Model reading with feeling and expression.

After reading, ask students to share what they visualized. Support students’ academic oral language development by modeling the use of sentence frames such as:

When (event) happened, I visualized ___________.

I visualized (the wolf) as ___________.

Introduce and Focus on the Genre:

Build Genre Background

Draw a concept web on chart paper or on the board. Write the word Fable in the center. Say: Think of any fables you know. Who can explain what a fable is? Ask students to turn and talk to a classmate and jot down any features of a fable they can think of. Then bring students together and ask them to share their ideas. Record them on the group web. Reinforce the concept that all fables have certain common features.

Ask students to turn to pages 20–21 of My STAAR Reader.Say: Today we are going to read fables that will help us learn about this genre. Our goal is to really understand the genre.

Choral read the text on page 20. Then invite a student to read the web on page 21.

Point to the fables web that you created earlier.

Fables

Whole-Group Instruction

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Focus on the Genrepp. 21

15Be a Reading STAAR • Grade 3 Teacher’s Guide • ©2015 Benchmark Education Company, LLC

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Fables • Whole Group

Say: Let’s compare our earlier ideas about fables with what we just read. What new features of the genre did you learn? Allow time for responses. Add new information to the class web.

Post the chart in your classroom during fables instruction. Say: As we read about fables, we will come back to this anchor chart. We will look for how these features appear in each fable we read, both with the whole class and in small groups.

Partner Read

“The Wolf and the Kid”

Say: Now you’re going to read a fable titled “The Wolf and the Kid.” Have students read with a partner and make annotations.

Say: As you read, I want you to note the key features of a fable by writing in the side margin and underlining. For example, we read that a feature of fables is that they are short, is this story short? So, we can write “short” in the side margin.

After reading, give students 3–5 minutes to review the selection, then ask them to share their annotations with the class. Add new information to the class web.

Close Reading[TEKS: 3.8(A) sequence and summarize the plot’s main events and explain their infl uence on future events (Reporting Category 2)]

Find Text Evidence to Identify Sequence of Events

Model: When I read a story, I pay close attention to the order of events and how those events infl uence what happens later in the story. For example, in the beginning of this fable we know that the kid’s mother calls him to come home, but the kid doesn’t listen. We know this because the text says “He paid no heed.” The result is that the kid is left alone and scared, in the fi eld. This is the fi rst key event in the story.

Guide: Turn and talk to a partner. Now I want you to tell each other what the next key event is. Who does the kid meet? Then what happens? Ask students to reread, and allow time for them to talk about their fi ndings together, covering the fable from beginning to end. Ask students to turn to page 24 of My STAAR Reader and fi ll in the events section of the events/summary chart. Then, have a class discussion to share the peer group fi ndings.

15 min

My STAAR Reader pp. 22–23 D

ay 3

15 min

Identify Sequence of Events/Summarize the Text

pp. 24



Close Reading (continued)

Find Text Evidence to Summarize the Text[TEKS: 3.8(A) sequence and summarize the plot’s main events and explain their infl uence on future events (Reporting Category 2)]

Model: Good readers take key ideas from a text and put them together in their own words to form brief statements telling what the text was mostly about. We put things in our own words to show that we really understand what we have read. For example, think back to our fi rst fable, “The Fisherman and the Little Fish.” The summary of that fable is that a fi sherman doesn’t catch as much as he hoped to, but realizes that it is better to have a little bit of something than nothing at all.

Guide: We just identifi ed the key events of this story. When we summarize, we shorten the language by telling only the most important parts. Now let’s summarize “The Wolf and the Kid,” using our own words. What were the most important ideas? Have students spend 3–5 minutes orally sharing their summaries with partners.

Paraphrase to Write a Summary

Based on the conversation, collaborate on a class summary. Then have students turn to page 24 of My STAAR Reader and complete the “summary” section of the chart.

Find Text Evidence to Develop VocabularyIdentify Words with Similar Meanings [TEKS: 3.4(C) identify and use antonyms, synonyms, homographs, and homophones (Reporting Category 1)]

Ask students to skim and scan “The Wolf and the Kid” and circle any unfamiliar words they encountered when reading. Call on students to share words they circled and discuss their meanings, as needed.

Say: As I read, I noticed there were several different words used to describe the wolf. Understanding these words is probably very important to understanding the character of the wolf. Read aloud the fi rst sentence of paragraph 5. I know that dreadful and frightful must have the same meaning, based on how they are used in the sentence. What are some other words used to describe the wolf?

Write the words dreadful, frightful, terrible, and fearsome on the board. Ask volunteers to look up each word in a print or online dictionary. Write the defi nitions next to each word on the board. Ask: Do you notice that all of these words basically have the same

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defi nition? Words with the same defi nition are called synonyms. Have students identify other synonyms by asking questions such as “Which word from the story means the same thing as, or is a synonym of cold? Which word is a synonym of happy?”

Find Text Evidence to Analyze Characters[TEKS: 3.8(B) describe the interaction of characters including their relationships and the changes they undergo (Reporting Category 2)]

Model: When I analyze characters and their interactions, I look at all the clues in the story. I look for details such as what the character thinks, feels, says, does, and how he relates to other characters. Let’s think about the two characters in this fable and the relationship between them. In the beginning, we know that the kid is frightened of the wolf. We know this when we read paragraph 2: “The kid shivered as he thought of the terrible wolf.” Also, we know that the wolf is not frightened of the kid because he plans to eat him.

Guide: Work with students to analyze how the characters continue to interact, and how their relationship changes as a result. In the beginning, we know that the kid was frightened of the wolf. What does the kid fi rst say to the wolf after they fi rst meet? Draw students’ attention to paragraph 6. How does the relationship between the kid and wolf change at the end of the story? What changed it? Ask students to turn to page 25 in My STAAR Reader and complete the chart. Help them to see that the kid’s cleverness allows him to trick the overly-confi dent wolf—reversing the initial expected outcome!

To extend students’ practice, guide them to complete the activity on page 37 of My STAAR Reader.

Day 3

15 min

Analyze Characterspp. 25

Fables • Small Group

Form 3 Small Groups

20 min

20 min

20 min

Form 3 Small Groups

Small-Group Reading[TEKS: Fig.19(E) summarize information in text, maintaining meaning and logical order; 3.16 use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts (Reporting Category 2)]

“Rapunzel” Accelerate Text

Have one group turn to the Accelerate Text of “Rapunzel” on page 13 of My STAAR Reader. Say: Read this fairy tale silently to yourself. Use the words and images to help you follow the plot. Take notes about these words and images.

Summarize to Paraphrase

After students have fi nished reading, ask them to write a summary. Remind them to include only the most important events in order, and to use their own words to summarize.

Choral Read for Fluency

Model how to fl uently and expressively read paragraphs 1 to 3 as students follow along. Say: Listen as I read to sound the way I think the characters would sound. Then have the group reread the same paragraphs chorally, encouraging them to read with the appropriate expression as you modeled. Next have students take turns rereading the same passages aloud individually to encourage mastering their fl uency.

Independent Workstation Activities

Workstation 1

• Students can work individually to answer the Text Evidence Questions on page 26 of My STAAR Reader. Remind them to look back at “The Wolf and the Kid,” searching for information in the text to back up their answers.

Workstation 2

• Students can practice STAAR-like test questions on page 27 inMy STAAR Reader and answer the STAAR practice questions. Remind them to reread “The Wolf and the Kid” to themselves before getting started.

My STAAR Reader pp. 13–15


Workstations

If students complete the Independent Workstation activities before the allotted time, encourage them to answer the Text Evidence and STAAR Practice questions for the Bridge Text, found on pages 16 and 17 of My STAAR Reader.

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Students who have stepped up to the Extend Text can read their selection independently or with a partner. For a list of Extend Text titles, see page XX of this guide.

Step Up!



19

Wrap Up and Review / Whole Group

Writing

Explain to the class that they are going to write about “The Wolf and the Kid.”

Invite students to turn to page 36 in My STAAR Reader and direct their attention to the writing prompt. Ask them to join you in reading moral and writing prompt aloud: The moral of “The Wolf and the Kid” is “Do not let anything turn you from your purpose.” Which character was turned from his purpose? Use examples from the fable when writing your response. Use the planning chart to organize your ideas, then write on the lines below.

Guide students through the fi rst steps of identifying the characters. Say: Who are the characters? (the wolf and the kid) What does the (name of character) want to do? What does he do?

Refl ect and Review

Make Connections Across Texts[TEKS: 3.5(A) paraphrase the themes and supporting details of fables, legends, myths, or stories (Reporting Category 2)]

Bring students together and invite volunteers to share what they have learned about fables. Invite them to work with a partner and talk about the different fables they have read and heard, including the Read Aloud, Partner Read, and Small Group selections. Ask: How are the fables alike and different? Which did you like best, and what did you like about it? Elicit responses from as many contributors as possible.

15 min

5 min

Day 3

Writingpp. 36


Read Aloud

Read: “What Is Pluto?”[TEKS: 3.13(A) identify the details or facts that support the main idea; 3.16 use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (Reporting Category 3)]

Tell students that you are going to read an informational science text called “What Is Pluto?” Before reading, explain that as students listen they should draw pictures and takes notes about important details and facts they hear about in the article.

Turn to page 100 of this guide. Read “What Is Pluto?”Model how to read with fl uency and expression.

After reading, ask students to share their pictures and notes. Support students’ academic oral language development by modeling the use of sentence frames such as:

This image shows that Pluto ______________

An important fact about Pluto is that it has ____________.

Introduce and Focus on the Genre

Build Genre Background

Ask: What do you think an informational science text is? We just listened to an informational science text. What are some features you think you will read in an informational science text? List students’ ideas on chart paper. You will use the chart again on Day 14.

Have students turn to pages 38–39 of My STAAR Reader. Say: Knowing that an informational science text is about true facts based on science can help readers predict what they will read about and focus on important elements in the text.

Choral read the text on page 38. Ask volunteers to summarize what they read. Then read aloud as students follow the web on page 39.

Point to the list of features on the chart. Say: Let’s compare the features we listed on the chart with those in the web in our book. Read aloud each feature in the web. Ask: Did we include this feature in our list? Allow time for responses. Add any missing information to the class web.

Informational Text: Science

Whole-Group Instruction

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Focus on the Genrepp. 39

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Informational Text: Science • Whole Group

Work together with the group to point out each feature in the read aloud story you read. For example, reread the fi rst two paragraphs of “What Is Pluto?” Ask: Which features are included in this paragraph? Encourage students to recognize that there is a strong beginning with accurate facts based on science. Say: As we read more informational science texts, think about the features listed. We will look back at this list and discuss which features were present in the texts we read.

Partner Read

“Jupiter”

Say: Next you are going to read a science text called “Jupiter.” Have students read with a partner and make annotations.

Say: As your read, work together to mark the features of an informational science text. Take notes and circle examples of these features that are listed in the web on the board. For example, when you read a science fact, circle the fact and write the word “fact” in the margin.

After reading, have students share their annotations with the class. Check off each feature on the list that students found. Review and identify any features they may have missed. Add any additional features.

Close Reading[TEKS: 3.13(D) use text features to locate information and make and verify predictions (Reporting Category 3)]

Find Text Evidence Using Text Features to Locate Information

Model: Informational text often contains text features such as titles, headings, photos, and captions to make information easier to locate and understand. Let’s look at the title and headings in this text. The title of the text is “Jupiter.” This lets us know what the whole article will be about. Each heading asks a question about Jupiter: What is Jupiter Like? How Many Moons Does Jupiter Have? How Has NASA Explored Jupiter? How Is NASA Exploring Jupiter Today? Suppose I want to know what it feels like on Jupiter? I can use the headings to locate that information quickly. If I skim that section, I can fi nd out that “it is very cold on Jupiter.”

Guide: Now let’s see what text feature to use to fi nd out the name of Jupiter’s largest moon. Have students reread the headings. Ask: Which heading will you use to fi nd this information? What text evidence shows the answer? After students identify the heading, “How Many Moons Does Jupiter Have?” and the text evidence “The largest of Jupiter’s moons is named Ganymede,” have students complete the chart on page 44 of My STAAR Reader to use headings and photos and captions to locate information.

15 min

Day 4

15 min


Use Text Features to Locate Information

pp. 44



Close Reading (continued)

[TEKS: Fig.19(E) summarize information in text, maintaining meaning and logical order.(Reporting Category 3)]

Find Text Evidence to Summarize the Text

Model: When you summarize an informational text, you tell only the most important facts or main ideas. Just like summarizing a fi ctional story, you need to present the information in order and in your own words. Think about “What Is Pluto?” You can use text evidence to summarize the article like this: Pluto was discovered in 1903 and known as the smallest planet until 2003. When other objects in space were discovered that were larger than Pluto, scientists changed the defi nition of a planet. These other objects became known as dwarf planets.

Guide: We just found text evidence about the main ideas and important facts in “What Is Pluto?” Now let’s look back at “Jupiter.” Let’s fi nd important facts and main ideas in this article. Work with students to identify the most important information in each section of the article. Remind students that the headings can help them recognize the main ideas. As you reread each section, circle the most important sentences in each section.

Paraphrase to Write a Summary

Have partners work together to tell each other oral summaries of the article based on the sentences they circled. Call on volunteers to share their oral summaries. Then have students use their own words to write a summary. Have students share and compare written summaries.

Find Text Evidence to Develop VocabularyIdentify Words With Multiple Meanings[TEKS: 3.4(C) identify and use antonyms, synonyms, homographs, and homophones (Reporting Category 1)]

Explain to students that words that are spelled the same but have different meanings are called homographs.

Say: As we read we often come across words that have more than one meaning. Understanding which meaning a homograph has is important to understanding the information. Read aloud the second sentence in paragraph 1. I know that “fi t” can mean being in good health or being the right shape and size. I can tell from the way the word is used in this sentence it means being the right shape and size.

Write the words times, spot, and trip on the board. Have students use a print or online dictionary to fi nd two or more meanings for each word. Then write the different defi nitions on the board.

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Have partners reread paragraphs 3, 5, and 7 and discuss how each word is used and identify the correct meaning. Have students share and compare answers. If time allows, have students write original sentences for the two meanings of each word.

To extend students’ practice, guide them to complete the activity on page 57 of My STAAR Reader.

Find Text Evidence to Support Main Ideas[TEKS: 3.13(A) identify details or facts that support the main idea (Reporting Category 3)]

Model: The main idea of a passage tells what the passage is mostly about. In an informational text, authors present a main idea, then provide facts and details that support, or tell about it. Let’s look at the section of the article called “What Is Jupiter Like?” The main idea of this section is that Jupiter has many different features. The supporting facts and details for this main idea will be the different features of Jupiter. Reread paragraph 4 together with the class. Identify the important facts that support the main idea. Write a graphic organizer on the board to show the relationship: Main Idea: Jupiter has many different features; Supporting details: 1. Jupiter is a giant gas planet, 2. Very windy

Guide: Continue rereading the section. Work together with students to add supporting facts and details about the main idea.

Say: Remember that the details we list must be important facts. Some of the information is not as important as other information. Focus students’ attention on paragraph 5. Point out that the most important fact in this paragraph is that Jupiter has a giant red spot that is a spinning storm. Say: Although it is interesting that the spot looks like a hurricane, it is not a supporting fact. After completing the supporting facts for this section, have students complete the graphic organizer on page 45 of My STAAR Reader. Students can share their responses which should include the supporting facts and details for each main idea.

15 min

Day 4

Main Ideapp. 45

Form 3 Small Groups

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20 min

20 min

Small-Group Reading

“Town Mouse and Country Mouse” Bridge Text

Ask one group to turn to the Bridge Text of “Town Mouse and Country Mouse” on page 28 of My STAAR Reader.

Say: Read this story to yourself. As you read, I will be coming around to listen in to see how you’re doing. Be prepared to discuss key details of the story that will belong in a summary. Mark the main events in the text as you read.

Paraphrase to Summarize

After they have fi nished reading, ask students to summarize the story. Pay close attention to their answers, noting if they leave out key story elements and if they use their own words.

Choral Read for Fluency

Ask students to revisit paragraphs 14–17. Invite them to follow along as you read the text aloud. Be sure to model fl uency as you read. Then, encourage all students in the group to read the same paragraphs aloud in unison. Continue the activity by having students read the paragraphs again with a partner, taking turns reading sentences.

Independent Workstation Activities

Workstation 1

• Students can work individually to answer the Text Evidence Questions on page 46 of My STAAR Reader. Remind them to look back at “Jupiter,” searching for information in the text to back up their answers.

Workstation 2

• Students can practice STAAR-like test questions on page 47 in My STAAR Reader and answer the STAAR practice questions. Remind them to reread “Jupiter” to themselves before getting started.


Form 3 Small Groups

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Workstations

If students complete the independent workstation activities before the allotted time, partners can practice fl uency, taking turns reading sentences from the Whole Group selection aloud. Remind them to read with expression, paying attention to the meaning of the words as they read them.

Pay close attention to the level of ease, expressiveness, and smoothness with which students read. Use these observations to determine whether students step up to the Accelerate Text or the Extend Text selection in the following Small Group session.

Step Up!


Wrap Up and Review / Whole Group

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Writing

Explain to the class that they are going to write about “Jupiter.”

Invite students to turn to page 56 in My STAAR Reader and have them follow along as you read and complete the K-W-L chart and the writing prompt. Say: A K-W-L chart is a way to organize what you read and learn in an informational article.

Ask: What facts did you know about Jupiter before you read the informational text? Have students share responses and fi ll in the fi rst column of the chart. What are some facts you wanted to know about Jupiter that you did not know? Have students share responses and complete the second column.

Say: After reading “Jupiter” what are important facts you learned? Complete the last column of the chart, then use the information in the chart to write what you learned on the lines below.

Refl ect and Review

Make Connections Across Texts[TEKS: 3.13(B) draw conclusions from the facts presented in text and support with textual evidence (Reporting Category 3)]

Have a class discussion about the informational science texts students have read and what they learned. Have partners talk about the articles, including the Read Aloud and Partner Read. Encourage them to tell how the articles are alike and different.Ask: What conclusion can you make about how Pluto and Jupiter are related in size? What text evidence supports this conclusion? Students should conclude that Jupiter is larger than Pluto based on the text evidence that “Jupiter is the largest planet in the solar system.”

Writingpp. 56

Day 4

15 min

5 min

Documents

Whole-Group Instructiontxintervention.benchmarkeducation.com/files/G3_TG_REV2.indd.pdf · Be a Reading STAAR † Grade 3 Teacher’s Guide † ©2015 Benchmark Education Company,